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Full-Text Articles in Education
Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez
Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez
Education Faculty Articles and Research
Some students with autism spectrum disorder and other learning differences may have superior visual acuity, increased attentional focus, and logical thinking abilities, lending to an affinity for science, technology, engineering, and mathematics (STEM) fields. At the same time, economists report that, the United States will experience a 28.2% increase in STEM-related jobs between 2014 and 2024. Although students with disabilities (SWD) can help to fill those positions, 85% of SWD graduates are either underemployed or unemployed as they enter young adulthood. Thus, there is a need to develop, evaluate, and report outcomes of STEM preparation programs specifically tailored to SWD. …
Case Conceptualization As An Alternative To Educationally Related Mental Health Assessments, Michael R. Hass, Zack Maupin, Michael Doria
Case Conceptualization As An Alternative To Educationally Related Mental Health Assessments, Michael R. Hass, Zack Maupin, Michael Doria
Education Faculty Articles and Research
School psychologists play an essential role in the provision of school-based mental health services yet continue to spend the majority of their time conducting psychoeducational assessments. In California, changes in law regarding the provision of mental health services have increased the tension around the role of school psychologists and led to models for determining the need for mental health services that are inefficient and present a potential barrier to students receiving services in a timely manner. The paper proposes case conceptualization as a more useful and efficient approach, than traditional assessment processes for determining students’ mental needs and writing goals.
When You Can’T R.I.O.T., R.I.O.: Tele-Assessment For School Psychologists, Michael R. Hass, Brian P. Leung
When You Can’T R.I.O.T., R.I.O.: Tele-Assessment For School Psychologists, Michael R. Hass, Brian P. Leung
Education Faculty Articles and Research
The acronym R.I.O.T., record review, interview, observation, and test, is a well-known tool for conceptualizing a comprehensive assessment. With COVID-19 and the need to provide school psychological services virtually, it is important to reconsider R.I.O.T. in light of the limitations of virtual assessment. We describe the limitations of virtual assessment and argue that in spite of these barriers, the first three elements of R.I.O.T., record review, interviews, and observations, when used systematically, can provide useful comprehensive assessment data. Specific recommendations are provided for implementing assessment virtually.
Culturally Responsive Interviewing Practices, Michael Hass, Annmary S. Abdou
Culturally Responsive Interviewing Practices, Michael Hass, Annmary S. Abdou
Education Faculty Articles and Research
As communities and school populations continue to become more culturally, economically, and linguistically diverse, the need for comprehensive training and explicit guidelines for culturally responsive school mental health practices also grows. School Psychologists are both expected and ethically responsible to competently assess and serve diverse student and family populations, regardless of potential language or cultural barriers. The current article is focused on describing background and rationale for culturally responsive interviewing practices as they pertain to the roles and responsibilities of School Psychologists. Building on the guidelines and principles of the Cultural Formulation Interview (CFI), developed by the American Psychiatric Association, …
What Do Graduates Say About Multicultural Teacher Education?, Anaida Colon-Muñiz, John Brady, Suzanne Soohoo
What Do Graduates Say About Multicultural Teacher Education?, Anaida Colon-Muñiz, John Brady, Suzanne Soohoo
Education Faculty Articles and Research
"We wanted to assess the impact that our teacher preparation course on multicultural education has had on teachers’ self-perceptions and practices as multicultural educators. Lowenstein (2009) stated that not enough work has been done to determine the impact of multicultural education courses on teacher candidates once they are in the field. Although California assessments for teachers assess content background and instruction, there is a dearth of assessments on teachers’ capacity to work with culturally diverse learners."